Teacher Tensions: Expectations in a Professional Development Institute
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| Title: | Teacher Tensions: Expectations in a Professional Development Institute |
|---|---|
| Language: | English |
| Authors: | Nipper, Kelli, Ricks, Thomas, Kilpatrick, Jeremy |
| Source: | Journal of Mathematics Teacher Education. Oct 2011 14(5):375-392. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Postsecondary Education |
| Descriptors: | Mathematics Teachers, Problems, Inservice Teacher Education, Observation, Interviews, Content Analysis, Teacher Surveys, Expectation, Negative Attitudes, Teacher Attitudes, Mathematics Education, Minicourses |
| DOI: | 10.1007/s10857-011-9180-1 |
| ISSN: | 1386-4416 |
| Abstract: | The purpose of this study was to better understand teacher tensions in professional development. The population under study was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations, interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants' tensions in a professional development situation when their expectations did not match reality. We have done so by presenting a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory aspects of teachers' professional development experiences. The main tensions expressed by the teachers were related to the content and pedagogy of the institute. This study points toward the importance of teachers' expectations in professional development. |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2011 |
| Accession Number: | EJ941283 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to better understand teacher tensions in professional development. The population under study was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations, interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants' tensions in a professional development situation when their expectations did not match reality. We have done so by presenting a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory aspects of teachers' professional development experiences. The main tensions expressed by the teachers were related to the content and pedagogy of the institute. This study points toward the importance of teachers' expectations in professional development. |
|---|---|
| ISSN: | 1386-4416 |
| DOI: | 10.1007/s10857-011-9180-1 |
